1. Enduring Understanding - The base 10 number system is based on groups of 10.
1a. Essential Question - What strategies can be used to read and compare large numbers?
NO.1.3.2]]
Use the place-value structure of the base ten numbersystem and be able to represent and compare whole numbers including thousands, (using models, illustrations, symbols, expanded notation and problem solving) (Ex. 2,308 _ 2,038)
*use manipulatives to show and to compare whole numbers including thousands
*illustrate to show and to compare whole numbers including thousands
*use symbols to show and to compare whole numbers including thousands
*use expanded notation to write and to compare whole numbers including thousands
*solve real-world problems by applying knowledge of showing and comparing whole numbers including thousands
compare
represent
place value
thousands
expanded notation
models
base ten
symbols
comma
HC 22-23, 24-27, 28-29, 32-33
NO.1.3.3
Use mathematical language and symbols to compare and order 4-digit numbers with and without appropriate technology (<,>,=)
*identify the ones place in the Thousands Period
*identify the ones, tens, and hundreds place in the Ones Period
*introduce the comma in a number
*identify the value of the digits to compare and order 4-digit numbers
*use <, >, = when comparing two 4-digit numbers
*sequence multiple 4-digit numbers from greatest to least or least to greatest
less than (<)
greater than (>)
equal to (=)
order
compare
digit
value
Thousands Period
Ones Period
ones
tens
hundreds
thousands
HC 42-45
2. Enduring Understanding - Place value patterns are repeated in large numbers.
2a. Essential Question - How are place value patterns repeated in large numbers?
NO.1.3.1
Recognize equivalent representations for the
same whole number and generate them by
composing and decomposing numbers
(Ex. 352 = 300 + 50 + 2;
300 + 25 + 25 + 2;
150 + 150 + 50 + 2, etc.)
*decompose (break apart) whole numbers into smaller units
*compose (put together) a set of numbers to form a whole number
*show whole numbers in expanded form and standard form, and recognize that they are equivalent
equivalent
whole number
place value
digit
expanded form
standard form
ones
tens
hundreds
thousands
compose
decompose
HC 28-29
A.4.3.1
Count forward and backward when given a number less than or equal to 1000
(Ex. , 399,_, 401)
*count forward from any given number (up to 1000) in written or oral form
*count backward from any given number to (up to and including 1000) in written or oral form
forward
backward
HC 30-31
3. Enduring Understanding - Multiplication and division can be accomplished through addition and subtraction of partial products.
3a. Essential Question - How can multiples be used to solve problems?
A.4.3.3
Identify a number that is more or less than
any whole number up to 1000 using
multiples of ten and/or 100 (Ex. 100 less than
587 is 487; 10 more than 196 is 206)
*skip count by multiples of ten from any number forward and backward
Ex. 23, 33, 43, 53, etc.
*skip count by multiples of one hundred from any number forward and backward
Ex. 414, 314, 214, 114
more
less
multiple
whole number
HC 30-31
4. Enduring Understanding - Multiplication and division are inverse operations.
4a. Essential Question - What is the relationship among factors, products, and quotients?
NO.2.3.2a
Apply number theory: determine if a 3-digit
number is even or odd
*identify the digit in the one's place
*determine if the three-digit number is even or odd based on the digit in the one's place (no matter the other digits)
*identify the ones place patterns for even numbers (0,2,4,6,8)
*identify the ones place patterns for odd numbers
(1,3,5,7,9)
even
odd
ones place
HC 20-21
5. Enduring Understanding - Organization of information shows relationships.
5a. Essential Question - What are some ways to organize data?
DAP.14.3.1d
Collect, organize, display and describe simple
data using pictographs
*describe a pictograph
*collect and sort data
*decide how to display data
*organize and display data using a pictograph
*label and title the pictograph
*add a key to the pictograph
*describe data in the pictograph
survey
collect
data
pictograph
key
organize
display
describe
HC 322-323, 198-199
DAP.14.3.1e
Collect, organize, display and describe simple
data using bar graphs
*describe a bar graph (vertical and horizontal)
*collect and sort data
*decide how to display data
*organize and display data using a bar graph (vertical and horizontal)
*label and title the bar graph (also add vertical and horizontal labels)
*describe data in the bar graph
survey
collect
data
bar graph (vertical and horizontal)
organize
display
describe
HC 324-325, 326-327
8 SLEs
End of Module 1
ALIGNMENT NOTES
Calculators
No calculators will be used on Module 1 assessment.
*illustrate to show and to compare whole numbers including thousands
*use symbols to show and to compare whole numbers including thousands
*use expanded notation to write and to compare whole numbers including thousands
*solve real-world problems by applying knowledge of showing and comparing whole numbers including thousands
represent
place value
thousands
expanded notation
models
base ten
symbols
comma
*identify the ones, tens, and hundreds place in the Ones Period
*introduce the comma in a number
*identify the value of the digits to compare and order 4-digit numbers
*use <, >, = when comparing two 4-digit numbers
*sequence multiple 4-digit numbers from greatest to least or least to greatest
greater than (>)
equal to (=)
order
compare
digit
value
Thousands Period
Ones Period
ones
tens
hundreds
thousands
same whole number and generate them by
composing and decomposing numbers
(Ex. 352 = 300 + 50 + 2;
300 + 25 + 25 + 2;
150 + 150 + 50 + 2, etc.)
*compose (put together) a set of numbers to form a whole number
*show whole numbers in expanded form and standard form, and recognize that they are equivalent
whole number
place value
digit
expanded form
standard form
ones
tens
hundreds
thousands
compose
decompose
(Ex. , 399,_, 401)
*count backward from any given number to (up to and including 1000) in written or oral form
backward
any whole number up to 1000 using
multiples of ten and/or 100 (Ex. 100 less than
587 is 487; 10 more than 196 is 206)
Ex. 23, 33, 43, 53, etc.
*skip count by multiples of one hundred from any number forward and backward
Ex. 414, 314, 214, 114
less
multiple
whole number
number is even or odd
*determine if the three-digit number is even or odd based on the digit in the one's place (no matter the other digits)
*identify the ones place patterns for even numbers (0,2,4,6,8)
*identify the ones place patterns for odd numbers
(1,3,5,7,9)
odd
ones place
data using pictographs
*collect and sort data
*decide how to display data
*organize and display data using a pictograph
*label and title the pictograph
*add a key to the pictograph
*describe data in the pictograph
collect
data
pictograph
key
organize
display
describe
data using bar graphs
*collect and sort data
*decide how to display data
*organize and display data using a bar graph (vertical and horizontal)
*label and title the bar graph (also add vertical and horizontal labels)
*describe data in the bar graph
collect
data
bar graph (vertical and horizontal)
organize
display
describe